Results of two studies of the ability to use specific context clues and possible academic correlates of this ability are reported. In the first study, a five-form data-gathering instrument, using categories of context clues derived from Artley, Betts, and McCullough, was administered to 315 tenth-grade students in Seattle, Washington. Simulated words were employed in the text, and use of context clues was checked through multiple choice responses. Sex, age, IQ, and academic ranks and scores were used as premeasures. Results led to the conclusion that verbal reasoning was the best predictor of success in using context clues. In the second study, a two-form data-gathering instrument, using discriminating items from the first, was administered to 52 Madison, Wisconsim, eighth-grade students. In this phase, ability to use context clues was positively and significantly correlated with IQ and with vocabulary and comprehension scores. General conclusions support those of earlier studies. General intelligence, verbal abilities, reading vocabulary, and comprehension ability appear to be closely related to the ability to use context clues in reading. Girls and those under-age for their grade level are better at this skill than are boys and those over-age for their grade level. References and tables are included. (MD)